Vulnerable Backgrounds Research Articles

Parental digital mediation: Restriction and enablement during the COVID-19 lockdown among low SES parents in Lima, Peru

ABSTRACT Physical distancing and lockdown due to the COVID-19 pandemic had a substantial impact on families’ lives, especially those from socioeconomically vulnerable backgrounds. In this context, fast-paced digitalization occurred in significant areas of everyday life, including school education, entertainment, socialization, and work. The literature reports on binary typology of parental mediation: restrictive and enabling; few studies shed light on the joint application of these strategies. This article focuses on how these two strategies are used together within the context of the pandemic among low socioeconomic status (SES) parents of Lima. Thirty parents (29 mothers and 1 father) with children between the ages of 6–11 participated in a 5-day digital mediation report preceded and followed by two semi-structured interviews. The study approaches parental mediation from a contextualized perspective wherein mediation strategies are dynamic, and restrictive and enabling strategies can coexist.

The Potential of Sport Education to Satisfy the Basic Psychological Needs of Children From Socially Vulnerable Backgrounds

Purpose: The aim of this study was to examine whether, drawing on the perception of their coaches, the application of the pedagogical model of sport education could be associated with satisfying the basic psychological needs of children from socially vulnerable backgrounds. Method: A 36-session sport education season was implemented within a community program for youths from disadvantaged environments. Three coaches, one researcher, and 31 children aged 9–11 years (17 boys and 14 girls) of diverse ethnicities participated. Qualitative data were obtained through four focus groups conducted during the program in addition to the research diary of the researcher, who played the role of participant observer. Results: The coaches observed a progressive evolution in the satisfaction of the basic psychological needs of competence, autonomy, relatedness, and the need referred to as novelty. Discussion/Conclusion: We may conclude that sport education can be a valuable tool to improve the satisfaction of these needs in children from socially vulnerable backgrounds.

Does a community soccer program promote health-related quality of life in socially vulnerable Brazilian adolescents?

ABSTRACT Rationale: Understanding the impact of different sport initiatives on young people from socially vulnerable backgrounds is important. However, there remains a paucity of quantitative research on the quality of life of this group. Method: This study employed an ex post facto observational design to provide data on health-related quality of life (HRQoL) from socially vulnerable Brazilian adolescents enrolled in a community soccer program (“Union Project”). Male soccer players (n = 26, 2x/week for 6 months in the soccer program) and non-players (n = 26, no participation in sports program) were included in the study. Participants answered a form about sociodemographic data and health-related quality of life perception (KIDSCREEN-27). Differences in HRQoL between players and non-players were verified by the independent t test and the effect size was estimated (Cohen’s d). Findings: Except for the School Environment dimension, soccer players presented statistically higher scores of HRQoL in comparison to non-players (P < 0.05). The Physical Well-Being dimension (d = 1.9) and the total HRQoL (d = 1.4) showed large effects in favor of the soccer player group. Research contribution: The Union Project seems to have the potential to improve the HRQoL of socially vulnerable adolescents, in which soccer players showed better scores on almost all dimensions of HRQoL compared to their peers.

E-mental health interventions for men: an urgent call for cohesive Australian policy and investment

Abstract Few men who experience a common mental disorder access any mental healthcare from a health professional. E-mental health (eMH; online) interventions may facilitate men’s access to mental healthcare and reduce inequities in access via assistance in a format that aligns with their preferences and needs. Recent reviews show that men who have used these programmes generally find them useful and satisfactory; however, data on their effectiveness and factors impacting effectiveness in men’s use are limited. Few eMH interventions have been designed specifically to suit men’s preferences and circumstances, and little is known about the eMH-related experiences and needs of men from vulnerable and marginalized backgrounds. Despite their potential, Australian men’s health, digital mental health, preventive health, and Aboriginal and Torres Strait Islander mental health and social and emotional well-being policies—and men’s health policies from Malaysia, Ireland, and South Africa—make no specific mention to progressing the use or evaluation of eMH for men. We present a series of policy recommendations, aiming to improve men’s access to effective and acceptable mental health assistance via eMH and increase health professional confidence to recommend and support these programmes. These include (i) the need for specific, connected health policy actions and targeted funding; (ii) policy priorities for intervention development, dissemination and evaluation; and (iii) for the experiences of men, particularly those from marginalized and vulnerable backgrounds, to be centred in policy. eMH for men should be promoted alongside interventions to reduce systems and social-level determinants of men’s mental health inequities.

Trust-Based Relational Intervention® (TBRI®) Impact for Traumatized Children-Meaningful Change on Attachment Security and Mental Health after One Year.

Children from vulnerable backgrounds often have insecure attachment or disorganized attachment, which are related to psychological troubles, and such children need interventions to help them heal. The attachment system reorganizes in middle childhood, and other important adults play a considerable role in children's lives. Thus, it is essential to weigh the impact of psychosocial interventions, while the main focus of the intervention is the staff member's direct work with the child through a trusting relationship. The primary purpose of this study is to investigate whether children's attachment security and mental health outcomes change after participating in a trauma-informed, attachment-based, Trust-Based Relational Intervention (TBRI) provided in a daycare center. It was a case-series study involving twelve children aged 8-11 years. The child attachment interview (CAI), CBCL/6-18, TRF/6-18, and clinical interviews for parents and children were used, measuring the change between the TBRI implementation in the daycare center and after one year. For ten participants, we noticed an improvement in mental health; for seven participants, security scales improved; for two participants, their disorganized attachment changed into insecure-dismissing. We have preliminary evidence that vulnerable children may benefit in terms of attachment security and mental health from the trusting relationship that staff build using the TBRI.

The Implementation of a Doula Grant Program Directed at Families from Economically Vulnerable Backgrounds: A Process Evaluation.

The purpose of this study was to evaluate the process and overall feasibility of a doula grant program for expectant families from economically vulnerable backgrounds. A mixed-methods process evaluation framework was utilized to examine program feasibility and focused on constructs related to fidelity, dose delivered/dose received, reach, program satisfaction, and limited efficacy testing. Evaluation constructs were measured using a program tracking document. Program satisfaction and efficacy were examined through a mixed methodology approach utilizing doula surveys and birthing parent interviews. Related to survey data, analysis focused on presenting descriptive counts and percentages related to the number of doulas that participated and clients served. Continuous variables were calculated as means and standard deviations and categorical data as counts and percentages. Qualitative data analyses were conducted using a structured deductive thematic approach. The grant program was successfully implemented over an 18-month period, and the program had a high rate of fidelity to the grant processes developed by a Midwestern-based nonprofit organization. The program was satisfactory to doulas and parents, and the largest barrier was communication. A high incidence of prenatal anxiety among the birthing parents was reported. Thematic findings from the birthing parent interviews included the following: the grant application process was effective and easy, birth doulas were greatly valued, and a financial burden was lifted. This grant process can be replicated by other organizations seeking to fill a gap between doula services and the economically vulnerable.

CO-DESIGNING A STAGE 1B FEASIBILITY STUDY OF INPATIENT PALLIATIVE COMMUNITY HEALTH WORKER SUPPORT

Abstract Persons living with dementia (PLWD) are 2-3 times more likely than their non-dementia peers to be hospitalized annually and experience burdensome care transitions and treatments at the late stage of dementia. Minoritized PLWDs are significantly more likely to be hospitalized and experience frequent transitions between care settings, and also less likely to access palliative care. There is a pressing need to develop better models of care transition support for PLWDs and their family caregivers. Proactive palliative care can reduce unnecessary hospitalization and improve outcomes for PLWDs and family caregivers. Community health workers (CHW) can effectively bridge cultural gaps between vulnerable patients/families and formal care systems, and provide care navigation and coaching support. We are currently conducting a single-site randomized controlled pilot trial study to co-design with key stakeholders (Stage 1a), implement and assess (Stage 1b) the acceptability and feasibility of a palliative CHW support for hospitalized PLWDs and caregivers. To date, we have conducted a needs assessment with 34 PLWD/caregiver dyads, key informant interviews with 4 palliative care providers and 2 CHW and social care experts, and multiple stakeholder meetings with hospital frontline providers and CHW groups to develop intervention components and research implementation plans that address language and cultural barriers and healthcare provider and system level barriers experienced by PLWD and caregivers from minoritized and financially vulnerable backgrounds. In this presentation, we will describe stakeholder engagement and co-design process outcomes and preliminary findings on intervention fidelity, participant recruitment and retention, and PLWD/caregiver outcomes.

Is universal early childhood education and care an equalizer? A systematic review and meta-analysis of evidence

Studies have shown that early investments improve outcomes for disadvantaged children. Targeted early childhood interventions aimed at vulnerable children have lasting positive impacts throughout the participants' life course, consequently reducing inequalities. However, results from targeted programs cannot be generalized to universal Early Childhood Education and Care (ECEC). Universal ECEC, available to all children, may increase inequalities given stratification in access to nationwide programs. In order to analyze whether universal ECEC has the same equalizing effects as the targeted programs, this study uses a systematic review and meta-analysis of quasi-experimental evidence to examine the impact of universal ECEC on children's outcomes throughout their lives, focusing on how it affects children from different socioeconomic statuses (SES). The findings indicate that universal ECEC is an effective policy strategy for equalization, as it reduces inequalities by benefiting more children from disadvantaged families. Low SES children benefit more in the non-cognitive domain than high SES children. Starting ECEC before age three improves the chances of better outcomes for disadvantaged children. The results demonstrate significant variability across regions, with European programs standing out in delivering positive outcomes for children from vulnerable backgrounds. The study emphasizes the importance of equitable access to universal ECEC to reduce inequalities and foster long-lasting positive impacts on children's development and life chances.

Patterns of participation in early childhood education before and during the COVID-19 pandemic in Australia

The COVID-19 pandemic has profoundly affected children’s care and education worldwide. This article reports on patterns of participation in early childhood education and care (ECEC) across Australia as influenced by the COVID-19 pandemic and national policies. Using ECEC data from Xplor – a software platform used across Australian childcare centres (2019: n = 229,349; 2020: n = 229,468), patterns of attendance rates were examined nationally in 2019 and 2020 by service-level and family-level characteristics. The average attended hours per week of ECEC nationally in 2020 (18.32 hours) was less than that in 2019 (21.26 hours). Attendance rates at ECEC in 2020 declined rapidly from 66% to 26.2% at the onset of the COVID-19 outbreak. Fee-free subsidy from Australian governments did not substantially increase attendance or reduce disparities in attendance for vulnerable families. Low ECEC attendance rates for prolonged periods could have significant implications for child development, particularly for children from vulnerable backgrounds.

Efficacy of a Primary Care eHealth Obesity Treatment Pilot Intervention Developed for Vulnerable Pediatric Patients.

Background: Challenges to treat excess weight in primary care settings include time constraints during encounters and barriers to multiple visits for patient families, especially those from vulnerable backgrounds. Dynamo Kids! (DK), a bilingual (English/Spanish) e-health intervention, was created to address these system-level challenges. This pilot study assessed the effect of DK use on parent-reported healthy habits and child BMI. Methods: In this 3-month, quasi-experimental cohort design, DK was offered to parents with children aged 6-12 years with BMI ≥85th percentile in three public primary care sites in Dallas, Texas. DK included three educational modules, one tracking tool, recipes, and links to internet resources. Parents completed an online survey before and after 3 months. Pre-post changes in family nutrition and physical activity (FNPA) scores, clinic-measured child %BMIp95, and self-reported parent BMI were assessed using mixed-effects linear regression modeling. Results: A total of 73 families (mean child age = 9.3 years; 87% Hispanic, 12% non-Hispanic Black, and 77% Spanish-speaking families) completed the baseline survey (participants) and 46 (63%) used the DK site (users). Among users, pre-post changes (mean [standard deviation]) showed an increase in FNPA scores (3.0 [6.3], p = 0.01); decrease in child %BMIp95 (-1.03% [5.79], p = 0.22); and decrease in parent BMI (-0.69 [1.76], p = 0.04). Adjusted models showed -0.02% [95% confidence interval: -0.03 to -0.01] change in child %BMIp95 for each minute spent on the DK website. Conclusions: DK demonstrated a significant increase in parent FNPA scores and decrease in self-reported parent BMI. e-Health interventions may overcome barriers and require a lower dosage than in-person interventions.

Beyond fraudulent multiculturalism in higher education: moving forward

Abstract Recent demographic changes in the United States have shown that we live in a multicultural society. However, for some reason, colleges and universities are still floundering in mediocrity when it comes to multiculturalism. What we see in higher education is multiculturalism that is fraudulent and unaccountable and the fact that individuals from culturally and linguistically diverse (CLD) and vulnerable backgrounds consistently endure White supremacy, racism, discrimination, and xenophobia, to say the least. In addition, we consistently see that proactive and measurable efforts are not made in the recruitment, retention, graduation, continuation, tenure, and promotion of students, faculty, staff, and leaders from CLD, immigrant, and vulnerable backgrounds. While there are well-written and documented policies, mission and vision statements, and goals and objectives in institutions of higher learning, there appears to be deficits in applicability and accountability measures of equity, diversity, quality, goodness, and fairness. Most strategies seem to be feel-good, look-good, fake, bandaid, and fraudulent approaches that are divorced from realities. How do we reverse these moves while respecting the traditional roles of higher education? This article responds to this critical question.

‘What makes you the boss?’ Understanding student perceptions of social status in sport education

ABSTRACT Student’s social status within the context of physical education group work can influence engagement and behaviour during group tasks (Cohen [1994]. Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001). According to Bourdieu ([1985]. The forms of capital. In J. G. Richard (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258)), this phenomenon is due to the group creating a doxa, or hierarchy, of social capital brought forth by each group member. Research shows social status can influence the experiences of students within group tasks, indicating the potential for unequal participation and interactions during group work (Brock et al. [2009]. The influence of student status on student interactions and experiences during a sport education unit. Physical Education and Sport Pedagogy, 14(4), 355–375. https://doi.org/10.1080/17408980802400494; Cohen & Lotan [2014]. Designing group work: Strategies for the heterogeneous classroom (3rd ed.). Teachers College Press). In the sport education model, students experience affiliation with their teammates to build their sense of belonging and investment (García López & Kirk [2022]. Empowering children from socially vulnerable backgrounds through the use of roles in sport education. Sport, Education and Society, 27(6), 676–688. https://doi.org/10.1080/13573322.2021.1897563; MacPhail et al. [2004]. Sport education: Promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23(2), 106–122. https://doi.org/10.1123/jtpe.23.2.106). Therefore, the purpose of this study was to explore students’ perceptions of status, roles, and team dynamics while participating in a sport education unit. Participants were eight fifth grade students representing two teams participating in a 20-lesson sport education floor hockey unit. Data collection included individual semi-structured interviews based on critical incidents as stimulated recall from GoPro recorded lessons. Results indicated students perceived their status to be based on their skill ability, used a more passive approach to group discussions to avoid conflict, and expressed frustrations with lack of contributions by teammates. Through transcendental phenomenology, this article reveals the perceptions of students’ experiences related to their group identities and socialisation as they participate in physical education group work.

Technology-assisted behavioral intervention to encourage prehabilitation in frail older adults undergoing surgery: Development and design of the BeFitMe™ Apple Watch app.

Increasing the physical activity of frail, older patients before surgery through prehabilitation (prehab) can hasten return to autonomy and reduce complications postoperatively. However, prehab participation is low in the clinical setting. In this study, we re-design an existing prehab smartphone application (BeFitMe™) using a novel standalone Apple Watch platform to increase accessibility and usability for vulnerable patients. Design Science Research Methodology was used to (1) develop an approach to clinical research using standalone Apple Watches, (2) re-design BeFitMe™ for the Apple Watch platform, and (3) incorporate user feedback into app design. In phase 3, beta and user testers gave feedback via a follow-up phone call. Exercise data was extracted from the watch after testing. Descriptive statistics were used to summarize accessibility and usability. BeFitMe™ was redesigned for the Apple Watch with full functionality without requiring patients to have an iPhone or internet connectivity and the ability to passively collect exercise data without patient interaction. Three study staff participated in beta testing over 3 weeks. Six randomly chosen thoracic surgery patients participated in user testing over 12 weeks. Feedback from beta and user testers was addressed with updated software (versions 1.0-1.10), improved interface and notification schemes, and the development of educational materials used during enrollment. The majority of users (5/6, 83%) participated by responding to at least one notification and data was able to be collected for 54/82 (68%) of the days users had the watches. The amount of data collected in BeFitMe™ Watch app increased from 2/11 (16%) days with the first patient tester to 13/13 (100%) days with the final patient tester. The BeFitMe™ Watch app is accessible and usable. The BeFitMe™ Watch app may help older patients, particularly those from vulnerable backgrounds with fewer resources, participate in prehab prior to surgery.

Mixed‐Methods Inquiry of Socially Inclusive e‐Learning: A Policy Document Analysis and Rapid Survey Study

The Covid‐19 pandemic has catalyzed irreversible structural changes in education systems worldwide. One key development is the broad utility of remote digital e‐learning modalities for learning and instruction that could jeopardize social inclusion if digital in(ex)clusion is left unaddressed. This study assembles a two‐step mixed method research design and conducts a case inquiry of Shaanxi Province in China by leveraging policy document analysis and rapid survey methodology in examining how transitions to remote digital e‐learning may introduce learning barriers to children from vulnerable backgrounds. Findings reveal that children’s access to remote digital e‐learning devices during the rapid transition to e‐learning has a close association with their backgrounds. Key policy implications include utilizing multimodal hybrid technology in diversifying content delivery and maximizing e‐learning coverage, developing open learning platforms, expanding access to e‐learning resources, and collaborating with industry partners to bring tangible support to families and realize meaningful e‐learning at home.

Childcare ideals among second generation Muslim Moroccan immigrants in Flanders

ABSTRACT The materialization of positive effects connected to formal childcare uptake for parents and children – particularly those with vulnerable backgrounds – critically depends on attitudes towards uptake among different population subgroups, such as immigrants, or their descendants. However, such population heterogeneity has hitherto been insufficiently acknowledged. As a result, this study uses 24 in-depth interviews to uncover varying maternal employment and childcare ideals, presenting a typology for Muslim Descendants of Moroccan Immigrants in Flanders. I demonstrate that the previously identified Flemish ideal of the ‘surrogate mother’ does not apply to mothers on the intersection of being a worker, having a second generation Moroccan migration background, and being Muslim. Furthermore, highlighting heterogeneity within this group, empirical support is provided for five different positions with respect to maternal employment and childcare ideals. Hence this study contributes to the available literature on childcare ideals by focusing on a subgroup of particular importance, second generation Muslim Moroccan immigrants, and indicating considerable variation in motherhood and childcare ideals even within this subgroup. In addition to the theoretical contribution of the typology, the article also provides essential input to policy makers on particular care ideals and related needs.

External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood.

This study examined early external childcare in relation to development from age 7 to 20. A Swiss sample was used (N = 1,225; 52% male). Development included multi-informant-reported externalizing behavior, internalizing problems, prosocial behavior, delinquency, and substance use. Growth curve models revealed that, dependent on the informant, time in a daycare center was related to increased externalizing and internalizing problems until at least age 11. It was not related to delinquency. Roughly three days per week at a daycare mother or playgroup was related to increased externalizing behavior. External family care was associated with increased prosocial behavior. Finally, time in a daycare center was associated with fewer externalizing but more internalizing problems and substance use for children from vulnerable backgrounds. This relation with substance use lasted to age 20.

Social-Ecological Analysis of the Sport and Recreation Programs’ Impacts on Positive Development of Youth from Socially Vulnerable Backgrounds

ABSTRACT Positive developmental experiences of youth from socially vulnerable backgrounds in sport and recreation programmes have a capacity to contribute to youth’s resilience and serve as protective factors. Nevertheless, this area is under-researched and poorly understood. The purpose of this study was to address this gap by investigating the effects of sport and recreation programmes on lives and positive development of youth from socially vulnerable backgrounds. Drawing upon constructivist grounded theory, the data collection involved 13 interviews with practitioners and volunteers working with this population. The data were analysed inductively using initial, focused, and theoretical coding, whereas the latter involved the Social-Ecological Model and Positive Youth Development approach to conceptualise the multidimensional and dynamic interrelationships between individuals and the social ecology of positive development. The findings reveal the programmes’ impacts on personal (social-emotional skills), interpersonal (prosocial relationships), school (support systems), community/neighbourhood (sense of citizenship), and societal levels (norms and policies) that can facilitate healthy developmental outcomes of those who face developmental challenges. This study contributes to the understanding of the multi-level capacity of sport and recreation programmes to promote positive development among youth from socially vulnerable backgrounds and offers valuable insights for the programmatic design and delivery.

Sensitivity, shared purpose, and learning community: a case study of a Brazilian sport program with children and young people from socially vulnerable backgrounds

ABSTRACTPurposeThis article draws on the Long-Term Program Development framework [Siwik, M., A. Lambert, D. Saylor, R. Bertram, C. Cocchiarella, and W. Gilbert. 2015. “Long Term Program Development (LTPD): An Interdisciplinary Framework for Developing Athletes, Coaches, and Sport Programs.” International Sport Coaching Journal 2 (3): 305–316. doi:10.1123/iscj.2015-0075] to examine the strategies employed by a Brazilian sport program to address complex issues faced by children and young people from socially vulnerable backgrounds.Participants and settingsThis study took place in a non-governmental organization (NGO) sport program in Brazil. Participants included the founder of the sport program, a manager, two coordinators, five coaches, and a social worker. In addition, parents participated in a focus group.Research designThis research adopted a case study design. Data collection included: (a) individual interviews with program employees; (b) focus group interviews with parents; (c) lead researcher observations collected as field notes; and (d) document analysis.FindingsThe findings highlighted three distinct themes. First, the program employees showed sensitivity to the specific characteristics of the socially vulnerable context, understanding that violence and lack of access were the main issues children and young people faced in their communities. Second, the program management team and the coaches recognized and agreed on a shared purpose for the sport program. They collaboratively reflected on a shared purpose, moving from focusing on teaching sport-techniques to include developing socio-emotional learning that would contribute to success in different aspects of life. Finally, a learning community had a central role in the program’s functioning. The learning community was the reason why there was a shared purpose among providers and a recognition and sensitivity of the specific characteristics of the socially vulnerable context.ImplicationsThe Long-Term Program Development framework provided a unique insight into the strategies employed by the NGO to achieve its goals and the key points that helped the NGO to succeed in its actions. This framework stressed the intricate parts of program managing, from the need to establish and share a purpose, to the context where one will be acting, to the importance of supporting these two parts with a learning environment and a sense of community.

Child labour in the urban informal economy of a Latin American border region

The article describes the phenomenon of child labour in the informal urban economy of a region known as the Triple Frontier located between Argentina, Brazil and Paraguay, where some of the worst forms of child labour with distinctive regional features are present. At the Triple Frontier, tensions between global and local dimensions shape an interconnected and diverse space marked by inequality and asymmetries. For children and adolescents in vulnerable situations, border cities offer an opportunity to establish an income for themselves or their families through economic activities in the urban informal sector. However, the convergence of three national states, along with the sheer length and porousness of borders in the region, also allows the persistence of the worst forms of child labour, including trafficking for sexual or labour exploitation. Even though the Convention on the Rights of the Child has been ratified by almost every country in the world, the extent of their compliance varies greatly. Historically there have been (at least) two types of childhood: that with a guarantee of inclusion in traditional socialisation mechanisms and excluded childhood, where the rights of children are not guaranteed. In the latter case, children will have a different recognition of their rights depending on their socioeconomic background. In the Triple Frontier region, poverty is criminalised, and children from vulnerable backgrounds would be subject to criminal law enforcement to the detriment of the rights established in the Convention. The article focuses on how working children inhabit and appropriate urban space in order to maximise economic opportunity while at the same time minimising considerable risks. The voices of working children are also included, as they are fundamental for understanding child labour as a strategy to deal with social precariousness.

Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching.

Providers' beliefs about an intervention's fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers' decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers' use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers' use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family's circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups.